ABSTRACT
Industry 4.0 has occurred and impacted many industries. Along with that are the heavy effects of the Covid-19 pandemic taking place globally. The dual impact on education is so great that the shift to compulsory online instruction has already taken place. And on that basis, universities and colleges promote their own educational digital transformation programs. The context of this study is a vocational college in which digital transformation has been applied for several years. This research aims to survey teachers' opinions about the implementation of digital transformation as well as their intention to continue teaching online in the future. The research method used in this study is a simple statistical method of data through an online survey via Google Form. The survey results show that the initial digital transformation process has received a lot of positivity and satisfaction from the teachers and students at the institution and the intention to continue implementing digital transformation in the future. © 2022 ACM.
ABSTRACT
Schools have become increasingly influenced by what has been called the Social Internet of Things (SIoT). As many schools transitioned to online teaching and learning in 2020 because of the COVID-19 pandemic, there is a need to analyze data on technology adoption in schools for changes and continuity since the inception of increasingly popular smartphones since 2007 that has affected videoconferencing, blended learning, and the flipped classroom concept. In this study, videoconference technology is the main factor analyzed in relation to IoT and schools in which handheld devices are considered gateways to further integration of schools into an IoT framework. The researchers analyze a selection of a 2009 dataset and a 2019 dataset from the National Center for Education Statistics (United States) to discuss teachers' perceptions of technology, especially the use of handheld devices and videoconference technology. Recommendations for educator preparation programs (EPPs) are made based on the discussion of the results of this analysis in context with the events of 2020 for why EPPs could emphasize flipped classroom design models within an SIoT framework. © 2023 IEEE.
ABSTRACT
The health crisis caused by COVID-19 compelled university teachers to adapt their learning scenarios to new technology-mediated contexts. This paper analyses teaching and learning experiences, strategies and lessons learned during the lockdown period at the Faculty of Education of the Universitat Autònoma de Barcelona (N=29 teachers, 227 students). The results reveal that participants experienced difficulties (lack of literacy in online pedagogies and work overload among lecturers;privation of physical presence and fluent communication among students). Teachers acquired knowledge around digital technologies and are predisposed to learn about innovative teaching methods supported by technologies. Students are dissatisfied with the learning experience, although they value the opportunities for flexible learning and saving time on commuting. Teaching strategies were less innovative and active than usual, and usually involved a combination of synchronous time for lectures and resolving problems, and self-study. Nevertheless, students valued more traditional teaching strategies (i.e. combinations of lectures and tutoring). The paper concludes that the teachers' view of the use of digital technologies has improved, although training is needed to make effective use of such technologies for active learning and innovative approaches to teaching. © 2023 Universitat Autonoma de Barcelona. All rights reserved.
ABSTRACT
Due to the advent of the industrial revolution 4.0, there is now a crucial need for teachers to ensure that pupils are both skilled in English and technologically savvy. Due to the Covid-19 pandemic, the use of social networking sites (SNSs) has become compulsory. Their use has influenced the education system, which has embraced online learning. By implementing SNSs, English teachers have provided pupils with ample opportunities to learn, apply and produce knowledge, rather than simply to regurgitate it. As such, this literature review was conducted to study and summarise English teachers' perceptions of the use of SNSs in terms of their level of effectiveness, the degree to which they motivate pupils and how difficult they are to implement for teaching English. This review also sheds light on English teachers' willingness and readiness to use SNSs. The review synthesizes a total of 35 articles from 2018 to 2022, and it demonstrates that teachers feel positive about implementing SNSs in their English classrooms;according to the teachers studied, these platforms provide more advantages than disadvantages and are able to impressively enhance pupils' proficiency. This review contributes to the body of knowledge on new teaching methodologies by revealing the latest trends regarding teachers' perceptions of the use of SNSs for the teaching and learning of English. © 2023 ACADEMY PUBLICATION.
ABSTRACT
The current study was conducted to fill a gap in the literature regarding online instruction in K-12 settings in Saudi Arabia during the COVID-19 pandemic. Specifically, it aimed at gaining an understanding of the attitudes of teachers in Saudi Arabia towards online instruction and their readiness towards its implementation. It also sought to determine the teachers' perceived effectiveness of online instruction and the challenges they encountered in the Saudi K-12 context. An online survey was adapted to measure four scales: (a) attitudes toward online instruction, (b) the perceived effectiveness of online instruction, (c) the perceived readiness to implement online instruction, and (d) challenges of online instruction. The participants consisted of 584 teachers in the Saudi K-12 context who taught online during the COVID-19 pandemic, with varying years of teaching experience and training to teach online. The results of the survey were analyzed using a quantitative descriptive method. The findings indicate that Saudi K-12 teachers had a general positive attitude towards online instruction. It also revealed the teachers' readiness to implement online instruction despite the lack of training and previous online teaching experience. However, the Saudi teachers implied that they were undecided about the effectiveness of online instruction, especially when compared to in-person instruction. Implications and recommendations were proposed based on the results of the study, in addition to suggestions for future research regarding online instruction in K-12 settings in Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The current study was conducted to fill a gap in the literature regarding online instruction in K-12 settings in Saudi Arabia during the COVID-19 pandemic. Specifically, it aimed at gaining an understanding of the attitudes of teachers in Saudi Arabia towards online instruction and their readiness towards its implementation. It also sought to determine the teachers' perceived effectiveness of online instruction and the challenges they encountered in the Saudi K-12 context. An online survey was adapted to measure four scales: (a) attitudes toward online instruction, (b) the perceived effectiveness of online instruction, (c) the perceived readiness to implement online instruction, and (d) challenges of online instruction. The participants consisted of 584 teachers in the Saudi K-12 context who taught online during the COVID-19 pandemic, with varying years of teaching experience and training to teach online. The results of the survey were analyzed using a quantitative descriptive method. The findings indicate that Saudi K-12 teachers had a general positive attitude towards online instruction. It also revealed the teachers' readiness to implement online instruction despite the lack of training and previous online teaching experience. However, the Saudi teachers implied that they were undecided about the effectiveness of online instruction, especially when compared to in-person instruction. Implications and recommendations were proposed based on the results of the study, in addition to suggestions for future research regarding online instruction in K-12 settings in Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The Focus of this research to determine how Effective is online learning during pandemic using Microsoft Teams and Zoom applications that used by Teacher and Student. The methodology is using Technology Acceptance Model (TAM) to research the effect of innovation on user behavior. This research emphasizes to analyze how effective is online learning during pandemic covid-19 and which application is most used for teaching purpose and learning for student during pandemic covid 19. Research method used for this research is quantitative technique by information assortment utilizing questionnaire from Google form. The data will be processes using SPSS. We expect for the result can be reference for the future so Teacher and student can understand which application most used during pandemic covid-19 for Teaching and learning during pandemic covid-19. © 2022 IEEE.
ABSTRACT
Taking novel and less killing identities, Covid-19 has created havoc in education systems worldwide and Algeria was no exception. The Algerian authorities and education policymakers consequently found themselves obliged to take measures necessary to adapt schooling and learning environments to this health crisis. Hence, this study aimed to unravel secondary school teachers' perceptions of the adopted Covid-19 educational measures so as to 1) explore the changes they brought about into the learning environment and 2) investigate their effects on the learning process. To this end, an exploratory research was conducted, opting for a mixed-method approach using document analysis and a questionnaire to which 140 teachers responded. The findings reveal that the most significant changes in the learning environment were at the level of school setting, class size, instruction time, curricula volume and delivery mode;all of which affected the learning process to varying degrees. [ FROM AUTHOR]
ABSTRACT
—Assessment is a key component of the educational spectrum and engages teachers in evaluating students’ performance through various methods. During the Covid-19 pandemic, teachers employed various assessment methods through the online mode of teaching and learning;now, at the beginning of the end of the pandemic, teachers are back to practicing offline assessment methods. This study identifies English as a foreign language (EFL) teachers’ perceptions of online versus offline assessment methods in higher education. Furthermore, it targets the best skill-wise assessment methods and constraints that teachers can use when applying EFL assessment methods in both online and offline learning modes. To achieve the study objectives, a descriptive-diagnostic approach was applied;the data were collected from 61 EFL teachers through a questionnaire and semi-structured interviews. The findings show that EFL teachers perceive assessment methods in the online mode of learning as being of a medium level of utility, whereas they perceive assessments in the offline mode of learning as being highly useful. Furthermore, statistically significant differences were found between the EFL teachers’ perceptions of the utility of assessment methods in offline and online modes of learning: the teachers perceived assessments as being significantly more useful in the offline mode of learning. It was also found that the greatest constraints of EFL assessment methods in an online learning mode are issues of cheating and impersonation, insufficient exposure to information technology, and lack of awareness of assistive evaluation tools. In the offline learning mode, the greatest constraints of EFL assessment methods are a lack of awareness of assessment methods and classroom management. In light of these new findings, a set of recommendations is suggested for further research. © 2022 ACADEMY PUBLICATION.
ABSTRACT
The emergency transition to online learning due to COVID-19 has forced many sectors to respond quickly. The readiness of educational institutes to attend to the abrupt crisis and shift to teach remotely is practiced at different levels. Online assessment is one of them. Rapid advances in technology and software applications are changing the practices of assessment in innumerable ways. Teachers are encouraged to implement a diverse array of assessment methods to measure the learning process of their students in an online environment which may not be the same as conventional learning. Therefore, the current study aims to explore teachers' perspectives about online assessment during the COVID-19 pandemic in a Saudi context. This study endeavours to shed light on this aspect of online assessment by answering the main question of challenges and benefits faced by English teachers in an online environment. The study was qualitative in nature deploying semi-structured interviews with English instructors to collect data about the researched matter. The findings revealed that the most preferred online assessment tool teachers used to implement was the multiple-choice format. Also, the analysis showed that challenges associated with online assessment were diverse, and some of them were handled appropriately while others remained. For the advantages, they worked in favour of teachers, students and department. This was observed in the opportunities online assessment could provide to save time, easiness to design, take and record and objectivity in marking. Implications and recommendations were offered for further direction and research.
ABSTRACT
As higher education institutions engage in technology-enhanced learning spaces, the question of how to structure these settings to be as effective as feasible arises. The synchronous hybrid learning environment, in which both on-site and remote students can participate in learning activities at the same time, is a unique new learning space. Given the relative newness of synchronous hybrid learning, there have been few research that have studied its application and efficacy. The context of this study is a technical college in Vietnam. The purpose of this study is to investigate teachers' perceptions of synchronous hybrid teaching which has never been implemented in this school before. The results show that the teachers were well-prepared before switching to hybrid teaching. Several advantages of hybrid teaching were suggested, including (1) instructional flexibility, (2) optimal learning conditions for on-campus students, and (3) the ability for people who are Corona virus positive to study from home. Furthermore, several issues experienced by instructors were (1) class administration, (2) suitable activities for both online and onsite students, (3) greater energy from teachers, (4) interaction, and (5) technology. Recommendations were made as a result. Finally, challenges faced by both remote and online students as perceived by the teachers were recorded. The results of this study will be references for not only the studied institution but other educational institutions that want to employ this mode of teaching in their training program. © 2022 ACM.
ABSTRACT
Education has been considerably hindered or interrupted as a result of restrictive regulations and the building of social distance, making it one of the major sectors of COVID-19. In the past, it was suggested that chatbots may be utilized to assist individuals in learning more independently and in a variety of virtual learning contexts. The goal of this study was to evaluate the potential hurdles posed by the COVID-19 outbreak to online learning, as well as teachers’ perspectives on the use of AI chatbots for online language learning. An online interview has been conducted with six interviewees in verifying the proposed questions from the teachers’ perspectives. The result shows that there are common themes of challenges for online learning and online teaching: (1) Infrastructure;(2) Accessibility and Technology;(3) Readiness;(4) Assessment and Examinations;(5) Socioeconomic factors;(6) Mental health and personal well-being;(7) Online Security Issues and human and pet intrusions;and (8) Digital competence. The finding also indicates that the proposed technology, an AI chatbot, is anticipated to help the learning process to achieve the course’s objectives more effectively than traditional methods. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Distance and online teaching and learning have become common forms during the COVID-19 pandemic that forced the change of pedagogical and didactical approaches from residential to virtual and online settings. Given that these novel forms of teaching and learning possess advantages beyond the needs of this contingent situation, it is reasonable to suppose that they will be used also after the end of the pandemic. In light of this, it is important for all the stakeholders to possess digital skills fine-tuned to education, in order to teach and learn at best, even more so in international contexts such as those regarding security and defence. This is in accordance with the more general setting of future skills, that considers personal development related to what the world is requiring. In this paper, we investigate changes from before to during the pandemic in the perception of teachers working in programs or courses concerning security and defence on several aspects, such as the relation with their students and the time required to carry out various tasks. Our investigation, conducted through the analysis of an online anonymous questionnaire, triggers the suggestion that teachers need a specific training in digital skills, since they experience difficulties in relating with students and in performing tasks without excessive time consumption. Our analysis took place in accordance with international partners from the European project DIGICODE, which aims at improving the security and defence education quality by using digital tools in the didactic activities and by developing teachers' digital competencies. © 2022 IEEE.
ABSTRACT
The requirement for English proficiency in tertiary education positions EAP in an advantageous position in language teaching and research. EAP's strengths stem from broad theoretical foundations and a commitment to research-based language education. As a result, the course has begun to reveal some of the constraints that participants must overcome. As part of the EAP course, EAP Teachers face obstacles and challenges throughout the teaching-learning process, particularly during the pandemic, when teaching and learning must take place entirely online. The purpose of this study was to determine the constraints faced by teachers when teaching EAP online to non-English language students. The research was conducted through a qualitative case study involving 15 UNS Language Center EAP teachers. Semi-structured and open-ended interviews were used to collect data. This study discovered that there are some applications used by the teachers to conduct online learning such as Telegram, WhatsApp, Zoom Meeting, Google Meet, Google Classroom, and Quizziz. Teachers faced numerous constraints when teaching EAP, including the heterogeneity of students' English skills within a class, teachers' inexperience with online teaching media, communication gaps, time management, students' motivation, anxiety caused by a new system, and limited internet access. This study concludes that online learning presents difficulties for both teachers and students when it comes to learning EAP. The findings of this study are expected to provide an overview of online EAP learning, allowing for the identification of solutions to these difficulties and the future improvement of online EAP learning. © 2021 ACM.
ABSTRACT
This chapter presents a qualitative research project called "Oversight Points." Fifty-nine Italian teachers participated in in-depth semi-structured interviews focusing on their perceptions, grievances, and hopes about remote teaching during the COVID-19 lockdown. Interviewees belong to a national school network and share a longstanding cooperation in blended action research initiatives. The research was inspired by the teacher professional identity (TPI) theory, and dialogical self-theory (DST) was used as an analytic lens. Data was organised through Nuvolar, a software that can generate word-clouds and provide timestamps of related video-clips. Results suggest that teachers are peculiar smart-workers. For them freedom of space and time, self-improvement, and autonomy-distinctive aspects of smart- working-acquire specific meanings, implying both positive and negative aspects. A set of positionings was found. The authors discuss how they compete in determining the re-organisation of teacher identities' landscape. Finally, they indicate some possible developments and practical implications. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Foreign language proficiency and digital literacy are key aspects of today's education. Consequently, if teachers are responsible for providing students with opportunities for the best learning experiences so that they can discover their potential and put their skills into practice, it seems evident that the competences of these professionals cannot be overlooked. Research is profuse when analyzing the teachers' digital literacy in different contexts, including in-service and pre-service ones in areas such as English as a Foreign Language and bilingual education. However, it is necessary to examine how future teachers view their digital competence in hybrid education settings derived from the COVID-19 pandemic. This paper examines the self-perceived digital competence of a group of pre-service primary teachers of English and bilingual education studying at the University of Cordoba (Spain) that have received hybrid education during the 2020/21 academic year. A quasi-experimental design and a quantitative approach based on the use of a questionnaire are followed. Findings show that surveyed teachers show general positive attitudes in relation to their digital literacy, and gender differences are only statistically significant when considering self-perceived competence in terms of searching, accessing, and selecting online content for teaching purposes in favor of men. It seems clear that specific training is still needed among future teachers of English and bilingual education in this respect.
ABSTRACT
Providing high-quality education for students with emergent proficiency in the language of instruction (referred to here as multilingual students) presents a challenge to inclusion for educational systems the world over. In Austria, a new German language support model was implemented in the school year 2018/19 which provides language support in separate classrooms up to 20 h a week. Since its implementation, the model has been strongly criticized for excluding multilingual students from the mainstream classroom, which is argued to reinforce the educational disadvantages that they face. The study presented here provides unprecedented qualitative insight into how schooling for students within the so-called German language support classes (GLSC) was organized during the COVID-19 pandemic. It builds on results of a previous large-scale quantitative study (n = 3,400 teachers), which was conducted during the first lockdown (spring 2020) and indicated a high risk of exclusion for marginalized students, especially for multilingual students in GLSC. To gain deeper insights into the situation of these students during school closures, 37 teachers who work in these classes at both primary and lower-secondary schools in Vienna were interviewed, of which 18 interviews were considered for analysis. The interviews focus on the situation during the first and second school closures in the city of Vienna. A thematic analysis of the interview data reveals teachers' perceptions of aspects which harmed or promoted inclusion for students in GLSC during these periods of school closure. Teachers' perceptions of the most harming factors for students included strong language barriers between teachers and students, restricted access to technical equipment and supportive learning spaces, and low parental engagement. A development that promoted inclusion of these students was the option to allow them to come to school during the second school closure. Since existing studies on the schooling of students during school closures have hardly addressed the situation of students in GLSC, this study contributes to closing this research gap.
ABSTRACT
With the educational revolution driven by COVID-19, traditional face-to-face teaching methods have rapidly been transformed into accessible, reliable online distance education. This has meant revisiting and reinventing existing technology-based educational processes and models. This study investigates whether teachers of English as a Foreign Language (EFL) are confident that they have the requisite knowledge of how particular technologies are used for remote teaching, both during COVID-19 and as they look to the future. By adopting a mixed-method approach, this paper investigates teacher practices and perceptions regarding teaching online during Covid-19's emergency remote teaching. One hundred and twenty-nine participants were recruited through an online survey. All analyses were carried out using SPSS version 25. Data was based on ranking and non-parametric tests were used. Qualitative data from the open-ended question were analyzed using data-driven thematic analysis. Teachers reported significantly increased reliance on self-teaching, colleagues' knowledge, staff tutorials, and online school support. The gap between knowledge and usage of digital tools was found to be associated with the challenges facing EFL teachers with distance learning. Teachers who reported knowing more or roughly the same about the tools compared to their usage of them knew how to incorporate their knowledge into their practical teaching, took control over the management of their instruction, and had higher pupil engagement and motivation. However, teachers whose knowledge of digital tools was lower than their usage encountered technological difficulties that impaired their teaching. Some implications can be drawn from the study, such as the need for teacher education programs to improve teacher awareness of new pedagogical-technological learning methods, and the importance of providing opportunities to acquire digital competence and encourage teachers to adapt personally to new digital technologies within specific disciplinary contexts. Our findings have both theoretical and practical implications for pre- and in-service teacher training.
ABSTRACT
A reflection on Youth and Adult Education is presented, based on the recent isolation scenario caused by the Covid-19 pandemic. Based on the perceptions and positions of teachers working in public education in the Administrative Region of the Structural City, in the Federal District (DF), the objective was to reflect on the challenges and limitations imposed on the modality, as well as the possibilities of overcoming it. It is an exploratory research, based on bibliographic and documentary studies, and on the results expressed in an online questionnaire, applied to teachers. The work had as source: the related legislation, authors specialized in Youth and Adult Education and official data. The modality is considered to represent a State responsibility to its citizens. However, it appears that the obstacles imposed are even greater for the public of Youth and Adult Education, given the unfavorable social condition of the investigated context and the difficulties in accessing technological resources. Despite the uncertainties, there is hope of overcoming the difficulties and opening up for the implementation of viable alternatives.
ABSTRACT
During the COVID-19 pandemic, online education represented a serious alternative to continuing working life in higher education institutions (HEls). Teachers around the world embraced a new role, adopting and using a wide range of technological and virtual tools to continue performing their activities and with the aim to interact with students and to continue teaching. For this reason, research related to seek and identify factors for the teachers' well-being is essential for educational leaders. Regarding these ideas, this paper aims to test the construct validity of a Mexican version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) of Maslach et al. (1997), adapted to online education. Participants consisted of 406 Mexican university teachers who emergently switched from traditional to online educational practices during the SARS-CoV-2 virus outbreak. In order to test the factor structure of three alternative models based on Szigeti et al. (2016), the authors performed exploratory and confirmatory factor analyses (Ferrando & Lorenzo-Seva, 2018). Results showed that the model with three domain factors has the best fit. Besides, our findings show that the three-factor structure of the Mexican adaptation of MBI-ES is valid and reliable for the analysis of online education because the loading of all factors was representative.